IV THE PALACE THIEF tell this story not for my o,vn honor, for there is little of that here, and not as a ,varning, for a man of my calling I learns quickly that all warnings are in vain. Nor do I tell it in apology for St. Benedict's School, for St. Benedict's School needs no apologies. I tell it only to record certain foretellable incidents in the life of a well-known man, in the event that the brief candle of his days may sometime come under the scrutiny of another student of history. That is all. This is a story ,vithout surpnses. There are those, in fact, ,vho say I should have known what ,vould happen benveen St. Benedict's and me, and I suppose that they are right; but I loved that school. I gave service there to the minds of three generations of boys and al,vays left upon them, if I ,vas successful, the delicate imprint of their culture. I battled their indolence ,vith discipline, their boorishness ,vith philosophy, and the arrogance of their stations with the history of great men before them . I taught the sons of nineteen sena­ tors. I taught a boy ,vho, if not for the vengeful recriminations of the tabloids, ,vould toda y have been president of the United States. That school ,vas my life. 156 A THE PALACE THIEF This is ,vhy, I suppose, I accepted the invitation sent to me by Mr. Sedge,vick Bell at the end of last year, although I should have kno,vn better. I suppose I should have recalled ,vhat kind of boy he had been at St. Benedict's forty-one years before instead of posting my response so promptly in the mail and beginning that evening to prepare my test. He, of course, ,vas the son of Senator Sedge,vick Hyram Bell, the West Virginia demagogue ,vho kept horses at his residence in Washington, D.C., and had s,vung several southern states for Wendell Wilkie. The younger Sedge,vick ,vas a dull boy. I first met him ,vhen I had been teaching history at St. Benedict's for only five years, in the autumn after his father had been delivered to office on the shoulders of southern patricians frightened by the unionization of steel and mine ,vorkers. Sedge,vick appeared in my classroom in November of 1945, in a short-pants suit. It was mid,vay through the fall term, that term in ,vhich I brought the boys forth from the philosophical idealism of the Greeks into the realm of commerce, military might, and the law, ,vhich had given Julius Caesar his preroga­ tive from M\acedonia to Seville. My students, of course, ,vere I agitated. It is a sad distinction of that age group, the exuberance ,vith ,vhich the boys abandon the moral endeavor of Plato and embrace the po,verful, pragmatic hand of Augustus. The more sensitive ones had gro,vn silent, and for several weeks our class discussions had been dominated by the martial instincts of the coarser boys. Of course I ,vas sorry for this, but I ,vas ,vell a,vare of the import of ,vhat I taught at St. Benedict's. Our headmas­ ter, Mr. "\Voodbridge, made us continually a,vare of the role our students ,vould eventually play in the affairs of our country. My classroom ,vas in fact a tribute to the lofty ideals of man, ,vhich I hoped ,vould inspire my boys, and at the same time to the fleeting nature of human accomplishment, ,vhich I hoped THE PAIACE THIEF .6. 157 would temper their ambition ,vith humility. It was a dual tactic, with ,vhich Mr. Woodbridge heartily agreed. Above the door frame hung a tablet, made as a term project by Henry L. Stimson ,vhen he ,vas a boy here, that I hoped would teach my students of the irony that history besto,vs upon ambition. In day relief it said: I am Shutruk-Nahhunte, King of Anshan and Susa, sovereign of the land of Elam. By the command of Inshushinak, I destroyed Sippar, took the stele of Naram-Sin, and brought it back to Elam, where I erected it as an offering to my god, Inshushinak. -Shutruk-Nahhunte, 1158 B.C. I ahvays noted this tablet to the boys on their first day in my classroom, partly to inform them of their predecessors at St. Benedict's and partly to remind them of the great ambition and conquest that had been utterly forgotten centuries before they ,vere born. Afterward I had one of them recite, from the ,vall ,vhere it hung above my desk, Shelley's "Ozymandias." It is critical for any man of import to understand his o,vn insignifi­ cance before the sands of time, and this is ,vhat my classroom ahvays sho,ved my boys. As young Sedge,vick Bell stood in the doonvay of that classroom his first day at St. Benedict's, ho,vever, it ,vas appar­ ent that such efforts ,vould be lost on him. I could see that he ,vas not only a dullard but a roustabout. The boys happened to be ,vearing the togas they had made from sheets and safety pins the day before, spreading their knees like magistrates in the ,vooden desk chairs, and I ,vas taking them through the recita- 158 .A. THE PAIACE THIEF tion of the emperors, when Mr. Woodbridge entered alongside the stout, red-faced Sedgewick, and introduced him to the class. I had taught for several years already, as I have said, and I kne,v the look of frightened, desperate bravura on a ne,v boy's face. Sedge,vick Bell did not ,vear this look. Rather, he ,vore one of disdain. The boys, fifteen in all, ,vere instantly intimi­ dated into sensing the foolishness of their improvised cloaks, and one of them, Fred Masoudi, the leader of the dullards­ though far from a dullard himself--said, to mild laughter, "Where's your toga, kid?" Sedge,vick Bell ans,vered, "Your mother must be ,vearing your pants today." It took me a moment to regain the attention of the class, and ,vhen Sedgewick ,vas seated I had him go to the board and copy out the emperors. Of course, he did not know the names of any of them, and my boys had to call them out, repeatedly correct­ ing his spelling as he ,vrote out in a sloppy hand: Augustus Tiberius Caligula Claudius Nero Galba Otho all the ,vhile lifting and resettling the legs of his short pants in mockery of ,vhat his ne,v classmates ,vere ,vearing. "Young man," I said, "this is a serious class, and I expect that you ,vill take it seriously." "If it's such a serious class, then ,vhy're they all ,vearing dresses?" he responded, again to laughter, although by no,v THE PALACE THIEF A 159 Fred Masoudi had loosened the rope belt at his ,vaist and the boys around him ,vere shifting uncomfortably in their togas. From that first day, Sedgewick Bell was a boor and a bully, a damper to the illumination of the eager minds of my boys and a purveyor of the mean-spirited humor that is like kerosene in a school such as ours. What I asked of my boys that semester ,vas simple-that they learn the facts I presented to them in an "Outline of Ancient Roman History," ,vhich I had ,vhittled, through my years of teaching, to exactly four closely typed pages; yet Sedgewick Bell was unwilling to do so. He ,vas a poor student and on his first exam could not even tell me ,vho it ,vas that Mark Antony and Octavian had routed at Philippi, nor ,vho Octavian later became, although an average wood-beetle in the floor of my classroom could have done so with ease. Furthermore, as soon as he arrived he began a stream of capers using spitballs, wads of gum, and thumbtacks. Of course it was common for a new boy to engage his comrades thusly, but Sedgewick Bell then began to add the dangerous element of natural leadership--which was based on the physical strength of his features-to his otherwise puerile antics. He organized the boys. At exactly fifteen minutes to the hour, they would all drop their pencils at once, or cough, or slap closed their books so that writing at the blackboard my hands would jump in the air . At a boys' school, of course, punishment is a cultivated art. Whenever one of these antics occurred, I simply made a point of calling on Sedgewick Bell to answer a question. General laughter usually followed his stabs at ans,vers, and although Sedgewick himself usually laughed along ,vith everyone else, it did not require a great deal of insight to kno,v that the tactic ,vould ,vork. The organized events began to occur less fre­ quently. 160 A THE PALACE THIEF In retrospect, ho,vever, perhaps my strategy ,vas a mistake, for to convince a boy of his o,vn stupidity is to shoot a poison­ ous arrow indeed. Perhaps Sedgewick Bell's life would have turned out more nobly if I had understood his motivations right away and treated him differently at the start. But such are the pointless speculations of a teacher. What ,vas irrefutably true ,vas that he ,vas performing poorly on his quizzes, even if his behavior had improved somewhat, and therefore I called him to my office. In those days I lived in small quarters off the rear of the main hall, in ,vhat had been a slave's room ,vhen the grounds of St.